Review: The basic concept of the research is the education theory – the problem-oriented program, which is a form of realization of cognitive interests of both an individual student-researcher and a team. This problem of cognitive interest is considered not through the prism of assimilated knowledge and activities but as the formation of a person in his/her spiritual and social prospects. This view results in expanding the scope of the concept of the problem-oriented program, which can be described as “teaching self-formation”. The purpose of the article is to reveal the existential and social status of the problem-cognitive program and the basics of its methodology with reference to the modern model of research education. In the development of the subject of the article, methods of socio-philosophical analysis have been used as well as methods of structure functional and cognitive analysis of pedagogical activity and academic and cognitive practices. The methodology of the study relies on 25 years of experience of the Russian scientific and social programme “The Step into the Future” educating young researchers – schoolchildren and students, this programme currently including more than 150 thousand participants. The connection between the problem of “teaching self-formation” and the essence of education is examined. The meaning of the concept of “a problem-cognitive program” asa special form of the socio-cognitive form of students’ development through research methods of cognitionis disclosed. Methodological principles of its development are formulated; the components of its cognitive potential are defined; examples from pedagogical practice are provided. It is shown that the research methods of cognition provide both the student and the teacher with an effective tool for practical application of the subject knowledge, for associating them with specific professional areas and professions, for receiving cognitive results possessing real life value.

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